Teacher-In reasoning?
Pupil-Slow.

Teacher-In persuasion?

Pupil-Strong.

Teacher-Thus we see, that the voice should thunder in anger, soften in sorrow, tremble in fear, and melt in love. The variations and the emphasis must not only distinguish the various passions described, but also the several forms of speech in which they are expressed.

In personification, we must change the voice as the person introduced would.

Whatever we read, we should endeavor, not only to know the author, and his story, but try and acquaint ourselves with the country, the people and the manners. Be the master of the facts.

In description, we should have the scene so clear before us, that those who are listening will see with our eyes, and understand with our mind.

EXERCISE

(To be memorized by the pupil, applying the methods of
Voice, Look and Gesture.)

LOVE SCENE

Romeo. He jests at scars that never felt a wound-
But, soft! what light through yonder window breaks;
It is the east, and Juliet is the sun!

[Juliet appears above at a window.
Arise, fair sun, and kill the envious moon,

Who is already sick and pale with grief,

That thou her maid are far more fair than she;

Be not her maid since she is envious;

Her vestal livery is but sick and green,

And none but fools do wear it; cast it off

It is my lady; O! it is my love;

O that she knew she were!

She speaks, yet she says nothing. What of that?

Her eye discourses; I will answer it

I am too bold; 'tis not to me she speaks:

Two of the fairest stars of all the heav'n,

Having some business, do entreat her eyes

To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars,
As daylight doth a lamp: her eyes in heaven
Would through the airy region stream so bright,
That birds would sing, and think it were not night.
See how she leans her cheek upon her hand!

Oh that I were a glove upon that hand,
That I might touch that cheek!

QUESTIONS

1. To what three things is the lesson devoted?

2. What do we mean by stops?

3. Can you name them without referring to the written page?

4. Name them.

5. What is the purpose of these stops?

6. How many counts to each stop?

7. When may we be permitted to take breath, other than at a comma, or period?

8. What is necessary that we may arrive at the proper pause before taking breath in reading and speaking?

9. Why is it good practice to read long sentences?

10. What do you understand by emphasis?

11. Select some sentence and emphasize it as per illustration in this lesson.

12. Do some sentences contain in them more senses than one?

13. Select some sentence and show what you understand by this. 14. How must a passion of mind be expressed?

15. What voice is used in the word "love"?

16. In anger?

17. Sorrow?

18. Joy?

19. Fear?

20. Courage?

21. Perplexity?

22. In commencing an address?

23. In narration?

Write answers to all of the above without reference to the written pages

of the lesson.

TENTH LESSON

In the foregoing lesson I called your attention to the fact that we must know the author the history, the spirit of the play, story orpoem.

I have selected one of Shakespeare's greatest plays for our consideration.

Some years ago the younger folks were well acquainted with the works of this great writer.

But I regret to say, that I do not think the present generation is as much interested in the study of the Immortal Bard, as it was a quarter of a century ago.

However, we are going to have a brief review of the important facts, that we should know before reading in public, any or all the characters of this wonderful tragedy of the State.

Teacher-What is the date of the first publication of the play, Julius Caesar?

Pupil-November 8th, 1623.

Teacher-Who is the author?

Pupil-William Shakespeare.

Teacher-Can you tell me where he (Shakespeare) derived much of his material for this wonderful play?

Pupil-From Plutarch's "Lives of the Noble Romans," and more especially from the lives of Julius Caesar, Marcus Brutus, and Marc Antony.

Teacher-What year was the tragedy composed?

Pupil-About 1601.

Teacher-What do all of Shakespeare's plays deal largely with?

Pupil-The home, the church, and the State.

(And the human interest of his characters depends upon their relation to one or more of these organizations.) Teacher-What would you call the play, Julius Caesar? Pupil-A tragedy of State.

Teacher-It is perfectly natural then, that the greatest of all poets and dramatists should select the greatest State that has flourished in the world as a subject for a drama.

So he selected Rome the Republic.

What was Rome noted for?

Pupil-For her wealth, luxury and power.

"Rome, that sat on her seven hills, and from her throne of beauty ruled the world," and whose citizens boasted that "to be a Roman was to be greater than a king." Hence we have the play, Julius Caesar, after the mightiest of Roman characters. Teacher-Tell us something of the history of Rome about this time we are speaking of.

Pupil-Rome had repulsed all attacks of enemies from without, and was now threatened with a greater enemy within.

The time honored and ancient liberties of her people were in danger of being overthrown.

A great conflict was raging between the spirit of democracy on the one side, and the spirit of the Empire on the other.

The ambitious Julius wanted to be King. He had command of the army of Gaul where he had won brilliant victories, and added lustre to his fame.

Teacher-When the time of Julius' command expired, what happened?

Pupil-The Consul Pompey ordered him to disband his forces. Teacher-Why?

Pupil-He was fearful of Julius' increasing power.

Teacher-Did he obey?

Pupil-No! He refused, and this refusal was followed by a civil war, in which Pompey was killed, and his army defeated. Teacher-We have now arrived at the point where the play begins. All Rome is making holiday. The fickle people have turned